Health Coaching
Programs of Study

Master of Arts

The Master of Arts in Health and Wellbeing Coaching degree includes the same coursework as the Health Coaching Certificate track, with additional coursework in behavior change theory, leadership and evidence-based decision making, mind-body science and trauma informed mental health, management, coaching for chronic conditions, and group health coaching. This plan B Master of Arts degree requires a capstone project for completion. In addition, a minimum 1-credit elective round.

The Board of Regents originally approved the 38-credit Master of Arts (M.A.) degree in Integrative Health and Wellbeing Coaching in 2014, the first integrative health coaching master’s degree offered through an accredited U.S. university. The M.A. program is now 30-credits and can be completed in two years. While other accredited health coaching programs are offered through independent non-degree offering institutions, the University of Minnesota was the first accredited university to offer both a Certificate, with a formal track in health coaching, and a Master of Arts degree. 

M.A. Program Outcomes

1. Apply evidence-based health coaching strategies, behavior change techniques, and mind-body science to facilitate improved health outcomes for diverse individuals and groups.

2. Evaluate the influence of personal bias, health inequities, and social determinants of health on the wellbeing of individuals, communities, and populations.

3. Collaborate with colleagues in a wide variety of settings to provide an integrative and holistic approach to prevention and healthcare.

4. Develop a personal reflection and mindfulness practice to ensure one’s growth and development as a transformational leader in health and integrative health coaching.

5. Evaluate high-quality, health coaching and health-related research to determine best practices and alignment with integrative and holistic approaches to health and wellbeing.

Post-Baccalaureate Certificate

The Certificate in Integrative Therapies and Healing Practices was approved by the University of Minnesota Board of Regents in 2004, and was designed to meet the needs of practicing health professionals who are seeking on-going professional development, but do not desire an additional graduate degree. This post-baccalaureate credential documents the acquisition of knowledge in integrative therapies. The Certificate can be completed, like a minor, concurrently with another  graduate level program (e.g. MPH, MSN, DNP, etc.) or independently. 

The Health Coaching track within the Certificate provides additional education in the coaching process, the therapeutic alliance, and successful interprofessional communication and was officially approved in Spring of 2006. The Health Coaching track is a 14-credit program, designed for individuals with a healthcare background, which includes coaching practicums.

Post-Baccalaureate Certificate Program Outcomes

1. Apply evidence-based health coaching strategies, behavior change techniques, and integrative health approaches to facilitate improved health outcomes for diverse individuals.

2. Develop a personal reflection and mindfulness practice to ensure one’s growth and development as a leader in integrative health and wellbeing coaching.

3. Demonstrate proficiency in all coaching competencies while adhering to professional, ethical, and scope of practice standards.

Program Philosophy & Curricular Cornerstones

The University of Minnesota Earl E. Bakken Center for Spirituality and Healing’s Integrative Health and Wellbeing coaching program embodies the philosophy that wellbeing and human flourishing are ultimate personal and societal goals and that humans are unique and have the capacity for growth and expanding potential. We define wellbeing as a state of being in balance or alignment (body, mind, and spirit). It is also described as being content, connected to purpose, peaceful, energized, in harmony, happy, prosperous, and safe.  

We believe that students in our program and clients/patients that we serve need a supportive, non-judgemental, and respectful environment to flourish. We value deep empathy and acceptance for the human condition and harness enthusiasm for life and connection. Through curiosity and unconditional positive regard, we facilitate the processes of mindset and behavior change in pursuit of healing and growth.  Thus, we base all our work on four cornerstones that are interdependent and essential for coaching mastery: Mindfulness, Emotional Intelligence, Authentic Communication, and a Whole Person Focus.

• Mindfulness is an essential skill on the path to coaching mastery.  To be fully present and in the moment with clients/patients, coaches have an established mindfulness practice so that they live and coach with engaged consciousness.  Mindfulness provides a foundation for a coach to be aware of their own thoughts and feelings to ensure that there is minimal interference with the relationship established.
  
  

• Emotional Intelligence is rooted in recognizing, understanding, and managing our own emotions and the emotions of others.  Emotional intelligence includes the concepts of self-management, self-awareness, social awareness including the power of empathy for self and others, and relationship management.  Through increased emotional intelligence, coaches can use their understanding of how thoughts, feelings, and behaviors affect one another to guide clients through the change process.  Without emotional intelligence, coaching is not possible.
  
  

• Authentic Communication Communication is the modality in which all coaches perform their work.  Authentic communication in coaching includes curiosity at the center without harboring goals or expectations of the conversation.  Through deep listening – hearing what is being communicated through what is said and unsaid, body language, and emotions – a coach can offer non-judgemental, empathetic observations and insights that create safety to allow for shifts in a client/patient’s energy and ways of thinking.  In addition, authentic communication includes a coach holding space, rather than filling the space, through intentional silence.  This space allows the client/patient to harness their own intuition, strengths, and values to create a meaningful path forward.
  
  

• Whole Person Focus A whole person focus includes a focus on the human condition, which is a broad term used to describe all of the elements within human existence. Elements such as birth, death, learning, emotion, morality, and conflict are a few examples. Coaches exemplify a deep understanding of these elements, whether positive or negative, and the opportunity in all of them to create connection, growth, and help overall wellbeing in mind, body, and spirit. Coaches understand that acceptance of the whole person, and holding a higher vision for their client’s ultimate wellbeing, creates the space for growth that otherwise may not be realized. 

Cohort Model & Expectations

The cohort model in graduate education has many benefits. One primary advantage is the sense of community and camaraderie it fosters among students. The cohort model groups students together who then progress through their program of study collectively, experiencing the same courses and academic milestones. The cohort model allows for the development of strong, supportive relationships among peers. As students navigate their academic journey, each cohort member can leverage peer relationships for support, collaborative learning, and shared understanding of the educational experience. This shared journey can lead to an enriched learning environment where students feel more connected and less isolated, often a challenge in graduate studies.

Additionally, the cohort model provides a consistent and structured learning pathway, offering stability through the sequential progression of coursework.  The consistency and structure can help students better plan their time and manage their workload. With everyone in the cohort navigating the same sequence of courses, students also have the opportunity to engage in collaborative work and group discussions, enhancing their understanding of the subject matter. The continuity of learning with the same group allows students to engage in deeper conversations and debates over time, strengthening their critical thinking skills. The shared experience can also contribute to a sense of academic achievement and satisfaction, improving student retention and completion rates in graduate programs. 

It is our expectation that students actively participate in their cohort as a member that not only provides support for others but as a member that asks for help from others.  As a group, we have a shared responsibility to engage and support each other to reach the collective goal of finishing either the Certificate or M.A. program.  The wellbeing of each individual member falls on all of us as we enjoy this educational journey together.

1Health Initiative: Interprofessional Education Curriculum

Interprofessional education at the UMN Academic Health Center is an important aspect of our program, and part of our commitment to creating successful and effective health coaches who are ready to participate in the evolving health care environment. This process occurs through our participation in the curricular offerings of 1Health.  Launched in fall of 2010, the 1Health initiative at UMN Academic Health Center engages health professions students in courses and/or experiences that are designed to achieve defined competencies in the areas of:

• Values and ethics for interprofessional collaboration

• Roles and responsibilities

• Interprofessional communication

• Wellbeing and resilience

• Interprofessional team-based care

All students will take Better Together: Preparing for Collaborative Practice, an orientation to Interprofessional education (IPE), and is incorporated into required coursework. It is an important opportunity to spread the word about health coaching to other future healthcare professionals, as well as to gain insight about interdisciplinary teamwork that is a reality in healthcare today.  

More than 1,400 health sciences students from 22 health degree programs will be enrolled in this course.  The course will be delivered to interprofessional groups in each of 6 sessions.  This course involves an online module and a live Zoom session, with trained facilitators and health professionals facilitating small group discussions at each live Zoom session.  The online pre-work component of the course will provide foundational information that will prepare students to engage in the live Zoom session discussions and activities, addressing a range of topics, including but not limited to, all 1Health defined competencies.